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From College to Career: Connecting S...

Kepple, Cassandra R.,

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From College to Career: Connecting Student Participation in Work-Integrated Learning With Employment Outcomes /

Record Type:	Electronic resources : Monograph/item
Title/Author:	From College to Career: Connecting Student Participation in Work-Integrated Learning With Employment Outcomes // Cassandra R Kepple.
Author:	Kepple, Cassandra R.,
Description:	1 electronic resource (128 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
Contained By:	Dissertations Abstracts International84-12A.
Subject:	Higher education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30314094
ISBN:	9798379741518

From College to Career: Connecting Student Participation in Work-Integrated Learning With Employment Outcomes /
Kepple, Cassandra R.,

From College to Career: Connecting Student Participation in Work-Integrated Learning With Employment Outcomes /Cassandra R Kepple. - 1 electronic resource (128 pages)

Source: Dissertations Abstracts International, Volume: 84-12, Section: A.

Students come to college with expectations that their experiences will help them secure a career after graduation (Eagan et al., 2016; Stolzenberg et al., 2020). Institutions offer work-integrated learning (WIL) experiences, which directly connect students' coursework to future careers (Cooper et al., 2010). Extant literature provides an abundance of evidence supporting a positive relationship between WIL and student success, including employment outcomes (i.e., Bist et al., 2020; Coker et al., 2017; Huber, 2010; Jackson & Bridgstock, 2021; Pascarella & Terenzini, 2005; Wyonch, 2020). While the overarching literature supports the relationship between WIL and employment outcomes, some studies have emphasized the possible equity effects WIL activities can provide to traditionally underserved populations such as first-generation students and those who identify as underrepresented racial minorities (URM) (Finley & McNair, 2013; Wyonch, 2020). Using the quasi-experimental approach of inverse probability weighted regression adjustment (IPWRA) in the current study, I examined the presence of a relationship between WIL and employment outcomes at a large public research institution in the southeastern United States (n = 5,417). In addition to an overall relationship, I examine possible moderating effects of first-generation or URM status on the relationship between WIL and employment outcomes. The findings of this study show a significant negative relationship between participating in WIL and securing a job offer as well as a significant interaction between WIL and URM status. As WIL activities are widely offered at postsecondary institutions across the United States, the results of this study hold both practical and policy implications for students, faculty and staff, institutions, and funding agencies.

English

ISBN: 9798379741518Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Employment outcomes

From College to Career: Connecting Student Participation in Work-Integrated Learning With Employment Outcomes /
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245 1 0 $a From College to Career: Connecting Student Participation in Work-Integrated Learning With Employment Outcomes / $c Cassandra R Kepple.
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520 $a Students come to college with expectations that their experiences will help them secure a career after graduation (Eagan et al., 2016; Stolzenberg et al., 2020). Institutions offer work-integrated learning (WIL) experiences, which directly connect students' coursework to future careers (Cooper et al., 2010). Extant literature provides an abundance of evidence supporting a positive relationship between WIL and student success, including employment outcomes (i.e., Bist et al., 2020; Coker et al., 2017; Huber, 2010; Jackson & Bridgstock, 2021; Pascarella & Terenzini, 2005; Wyonch, 2020). While the overarching literature supports the relationship between WIL and employment outcomes, some studies have emphasized the possible equity effects WIL activities can provide to traditionally underserved populations such as first-generation students and those who identify as underrepresented racial minorities (URM) (Finley & McNair, 2013; Wyonch, 2020). Using the quasi-experimental approach of inverse probability weighted regression adjustment (IPWRA) in the current study, I examined the presence of a relationship between WIL and employment outcomes at a large public research institution in the southeastern United States (n = 5,417). In addition to an overall relationship, I examine possible moderating effects of first-generation or URM status on the relationship between WIL and employment outcomes. The findings of this study show a significant negative relationship between participating in WIL and securing a job offer as well as a significant interaction between WIL and URM status. As WIL activities are widely offered at postsecondary institutions across the United States, the results of this study hold both practical and policy implications for students, faculty and staff, institutions, and funding agencies.
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653 $a Student success
653 $a Underrepresented racial minorities
653 $a Work-integrated learning
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710 2 $a The Florida State University. $b Educational Leadership & Policy Studies. $e degree granting institution. $3 3818460
720 1 $a Cox, Bradley E. $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 84-12A.
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